Adolescent turning points: The association between meaning-making and psychological well-being.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research findings indicate that the ability to create meaning out of turning points (i.e., significant life experiences) is related to psychological well-being. It is not clear, however, whether individuals who report meaning-making and higher well-being are better adjusted prior to the experience of their turning point event. This study examined whether meaning-making and timing of turning points would be associated with higher scores on well-being. Participants were 418 Grade 12 students (209 of whom reported having had a turning point event and a matched group of 209 adolescents who did not report having had a turning point event). This subset of participants was taken from a larger longitudinal study of 803 (52% female) Grade 12 Canadian students (M age = 17 years). All participants completed well-being measures 3 years prior, when they were in Grade 9. Meaning-making was significantly associated with higher psychological well-being, controlling for Grade 9 scores on well-being. Importantly, adolescents who reported meaning-making in Grade 12 did not differ on well-being prior to the experience of their turning point event, when they were in Grade 9, from adolescents who did not report meaning-making. These findings highlight the importance of examining meaning-making in relation to positive adjustment among adolescents reporting a significant life-changing event. Limitations regarding the use of survey measures and the generalizability of the results to a culturally diverse group of adolescents are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it